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Abstract
AbstractTo date, a growing number of studies have shown that domain‐general auditory processing, which prior work has linked to L1 acquisition, could explain various dimensions of naturalistic L2 speech proficiency. The current study examined the generalizability of this topic to L2 speech learning in classroom settings. The spontaneous speech samples of 39 Vietnamese English‐as‐a‐foreign‐language learners were analyzed for fluent and accurate use of pronunciation and lexicogrammar and linked to a range of variables in their auditory processing profiles. The results identified moderate‐to‐strong correlations between the participants’ accurate use of lexicogrammar and audio‐motor sequence integration scores (i.e., the ability to reproduce melodic/rhythmic information). However, the relationship between phonological proficiency and auditory acuity (i.e., the ability to encode acoustic details of sounds) was nonsignificant. Although the findings support the audition‐acquisition link to classroom L2 speech learning to some degree, they only suggest that this link is robust for the acquisition of lexicogrammar information.
Highlights
It is widely understood that adult second language (L2) speech learning is subject to a great deal of individual variation
These studies have shown that individual differences in integration and acuity predicted phonological and grammatical proficiency even after biographical variables were controlled for. Such auditory processing effects were stronger when the learners had practiced the L2 in naturalistic settings. To further extend this line of L2 research, the current study examined the generalizability of the relationship between auditory processing and various dimensions of L2 speech learning in foreign language classroom settings
Echoing what we found in the current study, it is unsurprising that auditory processing could determine the degree of success in L2 lexicogrammar rather than phonology in classroom L2 speech learning because the lexicogrammar is what students primarily practice and strive to improve in classroom settings
Summary
It is widely understood that adult second language (L2) speech learning is subject to a great deal of individual variation. Some learners are able to achieve high-level L2 proficiency with apparent ease, others experience a tremendous amount of difficulty reaching the same state (e.g., Abrahamsson & Hyltenstam, 2009) One explanation for this variation relates to the amount of exposure learners are experiencing and have previously had to the target language. Spectral processing is defined as a person’s capacity to track changes in the frequency content of the signal, such as pitch (the frequency of vocal cord vibration) and formants (the energy concentration at different frequency bands) This ability is fundamental to the correct assignment of stress and intonation (e.g., lexical tones in Mandarin), the fine-tuning to isochrony (e.g., syllable, stressed vs mora-timed), and the refinement of segmental accuracy (e.g., third formant variability for English [r] and [l])
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